few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Represent and analyze quantitative relationships between dependent and independent variables.

Understand the connections between proportional relationships, lines, and linear equations.

Understand properties of multiplication and the relationship between multiplication and division.

Gain familiarity with factors and multiples.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Write and interpret numerical expressions.

Understand and apply properties of operations and the relationship between addition and subtraction.

Generate and analyze patterns.

Understand solving equations as a process of reasoning and explain the reasoning.

Reason about and solve one-variable equations and inequalities.

Work with addition and subtraction equations.

Solve equations and inequalities in one variable.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand the relationship between zeros and factors of polynomials.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Interpret the structure of expressions.

Rewrite rational expressions.

Use polynomial identities to solve problems.

Add and subtract within 20.

Work with equal groups of objects to gain foundations for multiplication.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

Analyze patterns and relationships.
problem_activity: Narrative
The purpose of this activity is for students to make sense of an Add To, Change Unknown story problem and identify the answer within an equation. Students are presented with a drawn representation and an equation to interpret. Students consider what each number in the equation means in relation to the story problem and drawn representation (MP2). They determine that the written equation is incorrect, and explain why using their own thinking. When students practice explaining their thinking, they begin to develop and refine their mathematical communication skills, and attend to precision (MP6). Students identify that even though Mai's equation has the correct numbers she identified the wrong number as the solution to the problem (MP3).
Students keep their books closed for the launch of the activity, as the teacher displays and reads the problem.
Action and Expression: Internalize Executive Functions.
Invite students to plan a method, including the tools they will use, for solving the rest of the story problems. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Attention, Organization
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
"I am going to read another story problem. Think about what you notice and wonder about the problem as I read aloud."
Display and read the problem with missing information.
30 seconds: quiet think time
Share and record answers.
Activity
"Now we will get more information and see how Lin solved the problem."
Read the problem aloud.
"Look at Lin's drawing and her equation. Think about how she solved the problem."
1 minute: quiet think time
“Share your thinking with your partner. Then show whether or not you think Lin's equation is correct.”
4 minutes: partner work time
Student Facing
Andre checked out some books from the library.
Mai gives him more books.
Now he has 9 books.
What do you notice?
What do you wonder?
Andre checked out 3 books from the library.
Mai gives him some more books.
Now he has 9 books.
How many books did Mai give him?
Lin made this drawing.
[IMG]
She wrote the equation
\(3 + 6 = \boxed{9}\)
Is her equation correct?
Show your thinking using drawings, number, or words.
Student Response
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Activity Synthesis
“How does Lin’s drawing show the story problem?” (She shows the three books Andre starts with, and the six books she needs to get to nine.)
"Does Lin's equation match the story? Why or why not?" (No. The answer to the problem is how many books Mai gives Andre. That answer is 6, so the equation should be
\(3 + \boxed{6} = 9\)
.)
If needed ask, “How does this equation match the story problem?” (Andre has three books. Mai gives him six, which is the answer, so that he has nine total.)


correct_option_index: 23